Transcript Moving Into Secondary Science

Intro Slide
http://institute.nsta.org
NSTA Web Seminar II:
Doing Good Science in Middle School
Professional Development When and Where You Want It
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Flavio Mendez
Flavio Mendez
Program Manager
Symposia and Web Seminars
National Science Teachers Association
http://institute.nsta.org
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Agenda:
1. Introductions
2. Tec-help info
3. Web Seminar Tool Training with
Examples
4. Web Seminar Presentation
5. Evaluation
6. Chat with the presenter
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Let’s do a poll
question!
Is this your first Web
Seminar?
http://institute.nsta.org
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Al Byers
Assistant Executive Director
Government Partnerships and e-Learning
National Science Teachers Association
http://institute.nsta.org
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Jeff Layman
Jeff Layman
Tec Support NSTA Institute
703-312-9384
[email protected]
National Science Teachers Association
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Let’s do a poll
question!
Who is in the audience?
http://institute.nsta.org
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Screen Shot
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Top line, from right-to-left:
1. Top, right-corner, small square:
minimize/maximize tool palette
2. Highlighter
3. Stamps
4. Clear and shaded geometrical figures
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Where is everybody?
Use a stamp to pinpoint your location
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Top line, from right-to-left, (cont.):
5. Arrow head and tail (on/off)
6. Diagonal line (continuous or dotted):
(arrowhead and tail work together with line)
7. Levels of shading from max to min.
8. Paintbrush
9. Clear button
10. Undo
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Doing Good Science:
Change, Challenges, and
Supporting NCLB
Olaf Jorgenson
Headmaster
Hawaii Preparatory Academy
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Doing Good Science in Middle School
• About DGS in Middle
School
• Co-authors:
Cleveland,Vanosdall
• My background
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Your Teaching Experience?
3-5 Years
6-10 Years
First Year
11-20 Years
Over 20 Years
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Focus Question:
Implementation Challenges for
Teachers
What are the
“obstacles” to
implementing inquiry
approaches
generally, and kits
specifically, at the
classroom level?
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Type on the chat box or use your
phone, (*6 to un-mute), to share
what you think are “obstacles” to
implementing inquiry.
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Common Obstacles to Change
• RESOURCES
• HABITS
• “GOOD SCIENCE
SMELLS” -- P.23
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• ADMINISTRATIVE
SUPPORT & COMFORT
LEVEL
Common Obstacles to
Change (cont’d.)
• PARENT SUPPORT &
COMFORT LEVEL
• PEER
SUPPORT/COMFORT:
“SUBTLE SHIFTS”
• TESTING -- IF SCIENCE
= “NONTESTED”
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Type on the chat box or use your
phone, (*6 to un-mute), to share what
you think are solutions for managing
change at the classroom level.
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Suggestions for Managing Change
at the Classroom Level
(1) Aim for “subtle shifts”
(2) Focus on YOUR STUDENTS first
(3) Take every opportunity to showcase inquiry
in action for your parents and your principal
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Suggestions for Managing Change
at the Classroom Level (cont’d)
(4) Educate your parents, the principal,
etc.--piano metaphor, research cited in
the book, etc.
(5) Don’t reinvent the wheel! See
resources in Good Science appendix -who can help provide more information,
sample lessons -- a NETWORK!
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A Resource for Teachers and
Principals
Article published on National Association of
Elementary School Principals web site:
www.naesp.org/ContentLoad.do?contentId=1746
“What K-8 Principals Should Know About
Hands-On Science”
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Suggestions for Managing Change
at the Classroom Level (cont’d)
Participant suggestions -- what else has
worked well in YOUR experience?
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Focus Question:
With NCLB and other high-stakes
testing putting a premium on literacy,
how can inquiry science support a
school’s/district’s test performance
mandate? (And what can classroom
teachers do about it?)
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Poll Question:
Has NCLB changed the way you teach
science?
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Literacy and Inquiry Science
Literacy as a high-stakes focus
nationally
Science Notebooks: Klentschy and El
Centro results -- how many of you are
familiar with the Valle Imperial Project
in Science (www.vipscience.com/)?
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Literacy and Inquiry Science
Components of lab notebooks:
• Records observations clearly, following writing
conventions, grammar, etc.
• Includes accurate, labeled, color illustrations
• Communicates procedures and data
gathered, including graphics and tables where
appropriate
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Literacy and Inquiry Science
Components of lab
notebooks:
• Presents analysis and
conclusion
• Presents the “line of
learning” -- new
learning is shared as
are new curiosities and
questions: “Inquiry
begets inquiry!”
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I use lab notebooks in my
classroom:
YES
NO
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Literacy and Inquiry Science
Using science lab notebooks to improve
literacy:
• Don’t assume students know why scientists
keep notebooks -- explain!
• Don’t assume students know what’s
expected of them when they keep a
notebook in class!
• Provide time for writing in notebooks
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Literacy and Inquiry Science
Using science lab notebooks to improve
literacy:
• Insist on higher order components in
entries (i.e. reflection)
• Read, comment about, and evaluate
notebooks against a shared rubric
• Provide opportunities for revision and
publish excellent examples of student
notebooks!
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Science and Literacy Beyond Notebooks
(1) Reading
comprehension
prompts
(2) Writing and
reading extensions
(3) Record NCTE/IRA
standards on
lesson plans
(applies to NCTM
and NRC also)
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Poll Question:
What did the Einstein Project’s Cornerstone
Study (http://www.einsteinproject.org/)
indicate?
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A Trend in High-Stakes
Science Testing?
NAEP is increasing proportion of factual
scientific knowledge and application from 45%
to 60% starting in 2009, reducing test content
related to conducting investigations . . .
- Education Week, Nov. 30, 2005
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Final Thought
“If teaching were the same as telling,
we’d all be so smart we could hardly
stand it!”
- Mark Twain
THANKS for your attention and your support
for Good Science in Middle School!
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NSTA Web Seminar
Evaluation
http://institute.nsta.org/survey/dgssurvey2.asp
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Upcoming NSTA Web Seminars:
• Watershed Dynamics II
February 16, 2006
• Investigating Safely II
February 22, 2006
6:30 PM Eastern Time
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